Post-Test Workshop (PPT)

2015 Post-Test Workshop: 2015 Post-Test Workshop: Reporting Summative Reporting Summative Assessment ResultsAssessment Results

California Assessment of StudentPerformance and Progress (CAASPP)

22015 Post-Test Workshop: Reporting Summative Assessment Results

Agenda• Purpose• Principles of Scoring• Understanding the Reports• Using the Online Reporting System• Overview of the Reporting Timeline• Interpreting, Using, and Communicating Results

Purpose Purpose


Purpose• By the end of this workshop, viewers will

know how to:− Understand the scoring process− Understand the components of each report− Use the Online Reporting System (ORS) to view

partial and preliminary results− Become familiar with the reporting timeline− Interpret, use, and communicate results


Focus of this Workshop• Overview of the reporting system for all CAASPP

operational summative assessments:– Smarter Balanced English language arts/literacy

(ELA) and mathematics– California Standards Tests (CSTs), California

Modified Assessment (CMA), California Alternate Performance Assessment (CAPA) for Science

– Standards-based Tests in Spanish (STS) for Reading/Language Arts (RLA)

• Focus on Smarter Balanced ELA and mathematics

Principles of ScoringPrinciples of Scoring


Goals of the Section• Provide an overview of computer adaptive testing

(CAT) and scoring• Describe the relative contribution of the

performance tasks (PTs) and the CAT to the overall scores

• Describe the– Score scale– Achievement levels– Error Bands– Claims


Computer Adaptive Testing:Philosophy

“Computer adaptive testing (CAT) holds the potential for more customized assessment with test questions that are tailored to the students’ ability levels, and identification of students’ skills and weaknesses using fewer questions and requiring less testing time.”

Shorr, P. W. (2002, Spring). A look at tools for assessment and accountability. Administrator Magazine.


How Does a CAT Work?• Each student is administered a set of test questions that

is appropriately challenging.• The student’s performance on the test questions

determines if subsequent questions are harder or easier.• The test adapts to the student item-by-item and not in

stages.• Fewer test questions are needed as compared to a fixed

form to obtain precise estimates of students’ ability.• The test continues until the test content outlined in the

blueprint is covered.


How Does a CAT Work?Example: A Student of Average Ability

Medium

Med-Low

Low

Very Low

Med-High

High

Very High

Test QuestionsAnswers (R/W)

1 2 3 4 5 6 7 8 9 10

R R W R W W W W R R


Computer Adaptive Testing:Behind the Scenes

• Requires a large pool of test questions statistically calibrated on a common scale with ability estimates, e.g., from the Field Test

• Uses an algorithm to select questions based on a student’s responses, to score responses, and to iteratively estimate the student’s performance

• Final scale scores are based on item pattern scoring


Computer Adaptive Testing:Practical Considerations

• Each student’s test is constrained to ensure coverage of the full range of appropriate grade level content, e.g., ELA test cannot consist of only Reading Informational items.

• The exposure of test questions to many students is constrained to maintain test security.

• Sets of test questions based on a common passage or stimulus constrains the ability to adapt within the set.

• The responses must be machine-scored to select the next question.

• Human-scored performance task responses are combined later with the CAT results.


Scoring the CAT• As a student progresses through the test, his or her pattern of

responses is tracked and revised estimates of the student’s ability are calculated.

• Successive test questions are selected to increase the precision about the level of achievement given the current estimate of his or her ability.

• Resulting scores from the CAT portion of the test are based the specific test questions selected as a result of the student’s responses, but NOT the sum of the number answered correctly.

• The test question pools for a particular grade level are designed to include enhanced pool of test questions that are more or less difficult for that grade but still matching the test blueprint for that grade.


Human Scored Items in the CAT• Some items administered on the Smarter Balanced

adaptive test component require human scoring of items

• The adaptive algorithm will select these items based on performance on prior items.

• Since these items cannot be scored in real time by a human, performance on these items will not impact later item selection.


Performance Tasks (PTs)• In all Smarter Balanced tests, a PT and a set of

stimuli on a given topic are administered as well as the CAT.

• PTs are administered at the classroom/group level so they are not targeted to students’ specific ability level.

• The items associated with the PTs may be scored by machine or by human raters.


Final Scoring• For each student, the responses from the PT and CAT portions are

merged for final scoring.• Resulting ability estimates are based on the specific test questions that a

student answered, not the total number of items answered correctly.• Higher ability estimates are associated with test takers who correctly

answer difficult and more discriminating items.• Lower ability estimates are associated with test takers who correctly

answer easier and less discriminating items.• Two students will have the same ability estimate if they have the same

set of test questions with the same responses.• It is possible for students to have the same ability estimate through

different response patterns• This type of scoring is called “Item Pattern Scoring.”


Final Scoring: Contribution of CAT and PT Sections

Number of Items defined by Test BlueprintsELA/Literacy Mathematics

Grade CAT PT CAT PT3–5 38–41 5–6 31–34 2–66–8 37–42 5–6 30–34 2–611 39–41 5–6 33–36 2–6


Final Scoring: Contribution of CAT and PT Sections

(cont.)• Based on the test blueprint, the CAT section is emphasized

because there are more CAT items/points than PT items/points.

• Claims with more items/points are emphasized.– Mathematics: Concepts and Procedures Problem

Solving/Modeling and Data Analysis Communicating Reasoning

– ELA: Reading Writing Speaking/Listening Research• Because scores are based on pattern scoring, groups of items

that are more difficult and discriminating will have a larger contribution on final scores.

• Therefore there is no specific weight associated with either PT or CAT Sections


Final Scoring: Mapping• After estimating the student’s overall ability, it is mapped

onto the reporting scale through a linear transformation.• Mathematics:

– Scaled Score = 2514.9 + 79.3 * • ELA:

– Scaled Score = 2508.2 + 85.8 *• Limited by grade level lowest and highest obtainable

scaled score


Properties of the Reporting Scale• Scores are on a vertical scale.

– Expressed on a single continuum for a content area– Allows users to describe student growth over time

across grade levels• Scale score range

– ELA/Literacy: 2114–2795– Mathematics: 2189–2862

• For each grade level and content area, there is a separate scale score range.


Smarter Balanced Scale Score Ranges by Grade Level

Grade Subject Min Max Subject Min Max

3 ELA 2114 2623 Mathematics 2189 2621

4 ELA 2131 2663 Mathematics 2204 2659

5 ELA 2201 2701 Mathematics 2219 2700

6 ELA 2210 2724 Mathematics 2235 2748

7 ELA 2258 2745 Mathematics 2250 2778

8 ELA 2288 2769 Mathematics 2265 2802

11 ELA 2299 2795 Mathematics 2280 2862


Achievement Levels• Achievement level classifications based on overall

scores– Level 1—Standard Not Met– Level 2—Standard Nearly Met– Level 3—Standard Met– Level 4—Standard Exceeded


Achievement Levels by Grade


Smarter Balanced Scale Score Ranges for ELA/Literacy

Grade Level 1 Level 2 Level 3 Level 43 2114–2366 2367–2431 2432–2489 2490–2623

4 2131–2415 2416–2472 2473–2532 2533–2663

5 2201–2441 2442–2501 2502–2581 2582–2701

6 2210–2456 2457–2530 2531–2617 2618–2724

7 2258–2478 2479–2551 2552–2648 2649–2745

8 2288–2486 2487–2566 2567–2667 2668–2769

11 2299–2492 2493–2582 2583–2681 2682–2795


Achievement Levels by Grade


Smarter Balanced Scale Score Ranges for Mathematics

Grade Level 1 Level 2 Level 3 Level 43 2189–2380 2381–2435 2436–2500 2501–2621

4 2204–2410 2411–2484 2485–2548 2549–2659

5 2219–2454 2455–2527 2528–2578 2579–2700

6 2235–2472 2473–2551 2552–2609 2610–2748

7 2250–2483 2484–2566 2567–2634 2635–2778

8 2265–2503 2504–2585 2586–2652 2653–2802

11 2280–2542 2543–2627 2628–2717 2718–2862


Measurement Precision:Error Bands

• For each scale score estimated for a student, there is measurement error associated with each score. An error band is a useful tool that describes the measurement error associated with a reported scale score.

• Error bands are used to construct an interval estimate corresponding to a student’s true ability/proficiency for a particular content area with a certain level of confidence.

• The error bands used to construct interval estimates were based on one standard error of measurement. – If the same test is given to student multiple times, about

68 percent of the time, the student will score within this band.


Achievement Levels for Claims• Achievement Levels for claims are very similar to

subscores. They provide supplemental information regarding a student’s strengths or weaknesses.

• No achievement level setting occurred for claims.• Only three achievement levels for claims were developed

since there are fewer items within each claim.• Achievement levels for claims are based on the distance a

student’s performance on the claim is from the Level 3 proficiency cut.

• A student must complete all items within a claim to receive an estimate of his or performance on a claim.


Achievement Levels for Claims (2)

• A student’s ability, along with the corresponding standard error, are estimated for each claim.

• The student’s ability estimate for the claim is compared to the Level 3 proficiency cut .

• Differences between and greater than 1.5 standard errors of the claim would indicate a strength or weakness.

( )C( )P

C P


Achievement Levels for Claims (3)1.5C SE

C P1.5C SE

CP

At/Near Standard

Below Standard


Achievement Levels for Claims (4)

Above Standard

P C

1.5C SE

Understanding the Understanding the ReportsReports


Available ReportsSecure LocationPreliminary student test results ORS

Preliminary and partial aggregate test results ORS

Student Score Reports (ISRs) TOMS

Final student data TOMS

Public LocationSmarter Balanced ELA and mathematics CDE CAASPP

Web page

CST/CMA/CAPA for Science and STS for RLA

CDE CAASPP Web page


Secure ReportingReport LEA School* Parent

Preliminary Student Data ORS

ORS

Preliminary Aggregate Data ORS

ORS

Final Student Score Reports (ISRs)pdf/paper

TOMS†/Paper††

TOMS†/Paper

Paper

Final Student Data File TOMS

* Access to ORS will be granted to CAASPP Test Site Coordinators in August.† PDFs of the Student Score Reports will be available in TOMS.†† LEAs must forward or mail the copy of the CAASPP Student Score Report to each student’s parent/guardian within 20 working days of its delivery to the LEA.


Preliminary Test Results: Student and Aggregate

• Through the Online Reporting System (ORS)• Available approximately three to four weeks after

student completes both parts—CAT and PT—of a content area

• Added daily

Use Caution: The results are partial and may not be a good representation of the school or district’s final aggregate results. The results are preliminary; the processing of appeals may result in score changes.


Student Score Reports (ISR): Overview• One-page report

– Double-sided: All Smarter Balanced CAPA for Science

– Single-sided: CST/CMA for Science (Grade 10) STS for RLA

• Student’s final CAASPP test results• Reports progress toward the state’s academic content standards• Indicates areas of focus to:

– Help students’ achievement– Improve educational programs

• LEA distributes to parents/guardians


Student Score Reports: Shipments to LEAs

• Two copies of each student’s Student Score Report– One for the parent/guardian– One for the school site

• 2015 LEA CAASPP Reports Shipment Letter• 2015 School CAASPP Reports Shipment Letter

Note: Per California Code of Regulations, Title 5, Section 863, LEAs must forward one copy to parent/guardian within 20 business days. Schools may file the copy they receive, or they may give it to the student’s current teacher or counselor. If the LEA receives the reports after the last day of instruction, the LEA must mail the pupil results to the parent or guardian at their last known address. If the report is non-deliverable, the LEA must make the report available to the parent or guardian during the next school year.


Test Results Reported on the Student Score Reports

Grade

Smarter Balanced ELA and

mathematics

CST, CMA, or CAPA Science

3

4

5

6

7

8

10

11

Grade STS RLA2

3

4

5

6

7

8

9

10

11

For students who took Smarter Balanced ELA and mathematics, CST, CMA or CAPA for Science

For students who took STS RLA


Elements of the Student Score Report

1

2

3

4

5

6 7

8

Front Page Back Page


1

Elements of the Student Score ReportFront Page


2



3



4



5

Elements of the Student Score ReportBack Page


6



7



Elements of the Student Score Report: Science Grades 5, 8, & 10 only

8

Back Page


Elements of the Student Score Report: Early Assessment Program Grade 11 only

8Back Page


Student Score Reports (cont.)• A guide explaining the elements of student score

reports will be available electronically on the caaspp.org reporting Web page.


Final Student Data File• Downloadable file in CSV format

– Data layout to be released soon on caaspp.org• Includes test results for all students tested in the

LEA• Available within four weeks after the end of an

LEA’s test administration window in TOMS• Additional training planned


Public Web Reporting Site• Available on the CDE Web site through DataQuest• Planned release in mid-August• Access two testing programs through one Web site

– Smarter Balanced ELA and mathematics– CST/CMA/CAPA Science and STS RLA

• Additional training planned

Using the Using the Online Reporting SystemOnline Reporting System


Important Reminder

The data available in the CAASPP ORS represents partial and preliminary results that are not appropriate for public release. As a real-time system, results will change as additional data is received and relevant appeals and rescores are processed. These changes may result in final scores being higher or lower than the preliminary results posted to this system. The California Department of Education (CDE) recommends that data from the ORS only be released publically following the state-level release of assessment data that occurs in August.


ORS Summary• The Online Reporting System (ORS) is a Web-based

system that displays score reports and completion data for each student who has taken the following California assessments:– Smarter Balanced tests in ELA or mathematics– CSTs for Science– CMA for Science – CAPA for Science– STS for RLA

• CAASPP Test Site Coordinators will have access to ORS in August. They will be able to view test results for students enrolled in their entity.


Viewing ORS Reports1. From the Select drop-down list, select the LEA or

school whose reports you want to view. – A list will appear only if you are associated with more

than one school or LEA.2. Select [Score Reports].

Note: All score report data, except for individual students’ score reports, can be disaggregated into subgroups for detailed analysis. For example, an LEA CAASPP Coordinator can view a Grade 5 Mathematics report for an LEA. A CAASPP Test Site Coordinator would be able to view Grade 5 Mathematics for his or her school site only.


Available Features in the ORS• Home Page Dashboard• Subject Detail• Claim-Level Detail• Student Listing• Student Detail• Managed Rosters


Home Page Dashboard Report• Overall summary of score data and testing

progress for your LEA and/or school• Starting point for data analysis• Definition of students whose aggregated scores

you want to view• Navigation to more detailed score reports

Note: The score data that can be viewed are dependent on the user role.


Home Page Dashboard Report (cont.)


Subject Detail Report• The aggregation tables on the Home Page

Dashboard display score data for students by grade and subject and provide access to Subject Detail Reports.


Subject Detail Report (cont.)


Subject Detail Report (cont.)• Each Subject Detail Report consists of the following

components: Report descriptor Test name (subject and grade) Administration year Entity (e.g., LEA, school) The title of the score report table Name, number of students, average scale scores, percent in

each achievement level All data are based on the total number of students who have

taken and completed the test and scored


Claim-Level Detail Report

1

2


Claim-Level Detail Report (cont.)


Claim-Level Detail Report (cont.)• The Claim-Level Detail Report consists of the following

components:– Report name

[Entity] Performance for Each Claim. What are my [entity’s] strengths and weaknesses in [Subject or Course]?

– Test name (subject and grade)– Administration year – Entity (e.g., LEA, school, or roster)– The title of the score report table– Name, number of students, average scale score, claims,

and percentage in each claims achievement level


Student Listing Report

2

1


Student Listing Report (cont.)


Student Listing Report (cont.)• Students’ SSIDs are displayed.• Different procedure for viewing scale score data by

demographic subgroup.• [Print] on the Student Listing Report prints the

current page and also generates a PDF file of individual preliminary student results for all the students in the roster.


Student Detail Report

2

1


Student Detail Report (cont.)


Student Detail Report (cont.)• Displays the breakdown of the student’s preliminary

scale score, achievement level for the selected subject, and performance and claim description for each claim

• Includes average scale scores for the LEA for comparison purposes

Note: State-level scale score averages will not be available until formally released by the CDE.


Manage Roster Reports• Rosters are customized groupings of students

within a school– Example: School-level users can create a report that

lists all students within a specific grade or a particular classroom.

• This feature is available now.


Manage Roster Reports: Adding Rosters


Manage Roster Reports: Adding Rosters (cont.)






Manage Roster Reports: View Rosters


Manage Roster Reports: Print, Modify, and Delete

Live Demonstration: Live Demonstration: Manage RostersManage Rosters


How Are Data Loaded into ORS?

• Data will be loaded into ORS on a nightly basis. • The ORS will continually update with preliminary

test results until testing is completed. • Factors such as processed appeals, are not

accounted for in the ORS feed.


Why Preliminary?Appeals

Additional preliminary results received

Rescores


Resources for the ORS• ORS module:

– https://ca.reports.airast.org/

• Archive of the ORS Webcast with demo:– http://caaspp.org/rsc/videos/archived-webcast_050415.html– http://caaspp.org/rsc/pdfs/CAASPP.may_04-slides.2015.ppt

• Form to submit feedback on the ORS:– http://caaspp.org/ors-feedback.html

https://ca.reports.airast.org/

http://www.caaspp.org/rsc/videos/archived-webcast_050415.html

http://caaspp.org/rsc/pdfs/CAASPP.may_04-slides.2015.ppt

http://caaspp.org/ors-feedback.html

Reporting TimelineReporting Timeline


Timeline for Preliminary Results, Student Score Reports, and Final Student Data File

AppealsAdditional preliminary

results receivedRescores


Timeline for Public Reporting on DataQuest

CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction

Interpreting, Using and Communicating Results

2015 CAASPP Post-Test Workshop

Gina KoencySenior Assessment Fellow

[email protected]

TOM TORLAKSONState Superintendent of Public Instruction

Topics

• Appropriate use of scores• Report use scenarios• Communication plan and tools

86


Appropriate Use of Scores

87

Follow student progress*• Scale Score• Achievement Level

Level 1. Standard not metLevel 2. Standard nearly metLevel 3. Standard metLevel 4. Standard exceeded

*Scores are a baseline in 2015


Appropriate Use of Scores (Cont.)

88

• Identify students who may need additional help*

• Identify strengths, weaknesses, and gaps in curriculum and instruction*− Claim level scores:o Below standardo At or near standardo Above standard

*Use in conjunction with other evidence of student learning.


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• Identify areas for professional development

• Identify areas for resource allocation

• Communicate student achievement to students, parents/guardians, and community



• Keep in mind that ORS reports are preliminary, and not for public release.

• Consider the number/percentage of students tested.

• Consider the assessment literacy of the intended audience.

• Understand and be prepared to address the principles of scoring.*

*See Section 2 of this workshop90



ORS Scenarios

• Scenario 1: LEA administrator report of preliminary summary results to site administrators

How did our LEA perform overall?

• Scenario 2: Site administrator report of preliminary summary results to staff

How did our school perform overall?

91


ORS Scenarios (Cont.)

Other scenarios might include:•Grade level lead report of preliminary summary results to grade level team•Department head or coach report of preliminary summary results to department or subject area teachers

92


Scenario 1: How did our LEA perform overall?

93


Scenario 1: How did our LEA perform overall?

94


Scenario 2: How did our school perform overall?

95



96



97


Other Report Options

• Use the “Breakdown by” filter to disaggregate by demographic sub-group: race/ethnicity or gender.

• Use the “Manage Rosters” feature to create custom groups to meet locally defined needs.

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Evidence-Based Inquiry Process

Identify a question Collect multiple sources of evidence Analyze the evidence Interpret the findings Develop a plan

Remember: This is a baseline year for valid and reliable data about student achievement of California’s college and career readiness standards, as measured by the new tests.

99


Digital Library Connection

Let’s assume that students in grade three were below standard on the Reading claim. Use the Digital Library to identify resources such as:•Using Fluency Stations as Formative Assessment (RF 3.4 and RF 4.4)

https://www.smarterbalancedlibrary.org/content/using-fluency-stations-formative-assessment

100


Communications Plan

Consider how results from the summative assessments will be communicated to:School boards and LEA administratorsSite administrators and staffParents and guardiansCommunity members Media

101


Communications Plan (Cont.)

• Identify the needs of each audience.– What are their concerns?– What do they need to know?– When do they need to hear from you?

• Decide on the message content.• Identify resources. • Identify persons responsible.• Map out the timeline, with deliverables and

follow-up.

102


Communications Plan (Cont.)Focus on key talking points:• The CCSS and Smarter Balanced

represent a comprehensive plan for student success in college and careers.

• This new testing system is designed to help teachers.

• Patience and persistence: adjustments will always be needed to ensure high quality teaching and learning.

• This is the first year of a new baseline for student achievement.

103


New Test, New Baseline

• This year will establish a baseline for the progress we expect students to make over time toward college and career readiness.

• Many if not most students will need to make significant progress to reach the at or above standard level.

• These results will provide us an opportunity to focus on the needs of students and teachers.

104


Smarter Balanced Communication Tools

• Communication Tips (PPT)• Connecting Learning to Life (DOC)• New Future, New Test with Talking Points (PPT)• Principal's Newsletter (DOC)• April to June 2015 Communication Timeline

(PDF)• Role Play Cards with Instructions (DOC)

http://www.cde.ca.gov/ta/tg/ca/sprintcomtools.asp

105


Communications Toolkit• Short documents, in English and Spanish: key

topics such as “Creating a Computer Adaptive Test” or “Accessibility and Accommodations: Addressing the Needs of all Students”

• Links to key sites such as the California PTA• Brief videos, in English and Spanish: key topics

such as What are the Smarter Balanced Assessments? and Ready. Set. Succeed: Preparing Our Kids for College and Career

http://www.cde.ca.gov/ta/tg/ca/communicationskit.asp

106


Communications Toolkit (Cont.)• Sample parent and guardian letter to accompany the

Individual Student Report• Reading Your Student Report, in multiple languages,

to help parents and guardians read and interpret the Individual Student Report

• Documents that include released questions that exemplify items in the Smarter Balanced assessments to help parents/guardians understand the achievement levels

• Short video to help parents/guardians understand the Individual Student Report

http://www.cde.ca.gov/ta/tg/ca/communicationskit.asp

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Questions?

Updates and Updates and AnnouncementsAnnouncements


Updates and Announcements• The Online Reporting System User Guide is forthcoming.• In-person 2015 CAASPP Post-Test Workshops

– Sacramento: May 22– Fresno: May 26– Los Angeles: May 27– Santa Clara: May 27– San Diego: May 29– Space to attend is still available! Register online at: http://

etsforms.formstack.com/forms/post_test_registration. • Upcoming Webcasts—dates to be determined

– Final Student Data File– Public Web Reporting Site

http://etsforms.formstack.com/forms/post_test_registration

http://etsforms.formstack.com/forms/post_test_registration

Resources and SupportResources and Support


Help Desk SupportThe California Technical Assistance Center (CalTAC) is here to support all LEA CAASPP

Coordinators!

Monday–Friday from 7 a.m.–5 p.m. PTE-mail: [email protected]: 800-955-2954

Web site: http://caaspp.org

mailto:[email protected]

http://californiatac.org/